Programs to stop prejudice


















These often take place in corporate workplaces, and with adults as opposed to children and adolescents, though some do focus on younger people. This type of training comes in many forms, with some 'instructional' in nature such as showing movies or delivering lectures, and others encouraging interactive activities such as role plays and discussions. Diversity training may involve group discussions about 'difference', based on the same values which are at the heart of educational initiatives: overcoming ignorance; expressing hidden assumptions; and feeling empathy for other groups or individuals Paluck Diversity training is an industry with huge levels of investment, yet as Abrams comments, there is "almost no adequate evaluative research" Following a discussion of the general theoretical concerns with short-term diversity training, this section will draw on two case studies of applied prejudice-reduction interventions to explore the strengths and weaknesses of this type of approach.

The first empirical example took place in Australian workplaces with adults, and the second in the UK with children and adolescents in school and community settings. A central criticism regarding diversity training programmes is that they are rarely "guided by the theoretical models of learning or prejudice reduction" Paluck and Green Pendry et al further highlight the separation between theory and practice as they comment that despite diversity trainers and social psychologists having similar objectives i.

Moreover, diversity training programmes are often considered to have potential 'backlash' effects, perhaps as a result of the 'blanket' designs often applied, the short-term nature of most of these initiatives, and delivery not always being sensitive to its environment. As discussed in the previous section, discussing group difference can be positive in terms of improving attitudes towards out-groups, however it is important that these discussions are handled carefully.

Paluck suggests that diversity training courses might reinforce stereotypes, and actually 'backfire' by increasing, renewing or even fostering new sensitivities.

Plaut et al suggest that majority participants may also in some cases feel excluded, for example if the emphasis is put on the celebration of minority cultures. Yet a 'colour-blind' approach which suggests that everyone is equal is similarly problematic.

As Abrams 72 comments, we know that everyone is not equal; there remain huge inequalities in all societies. Therefore, initiatives that 'pretend' everyone is equal and do not highlight difference and inequality might be seen to lack credibility and sophistication. Pendry et al point out that diversity training "differs from the superordinate concept of diversity management in that it does not necessarily imply any background change in system-level structure, decision making or organization ethos" This is important: an organisation with management dominated by middle-class white men compelling its staff to attend 'diversity training' may appear insincere if a commitment to diversity is not shown in the institution as a whole.

Some general limitations of diversity training courses which are similar to those highlighted in the educational initiatives section are also worth mentioning. Firstly, diversity training programmes are often not evaluated at all, or are evaluated by participants directly after sessions, making it impossible to track any long-term effect on attitudes or behaviours. It is also important to reiterate the point that real change is only possible if people are motivated to change:.

This report so far has emphasised the point that people have to want to overcome prejudice, and that meaningful change will generally only occur over time. It is questionable whether compulsory attendance at a workplace 'diversity' training course, for example, which may be one-day in length, and often shorter, would satisfy this criteria. One of the few academically-evaluated applied prejudice reduction programmes was published in , the culmination of research in Australian workplaces in the s: 'Stereotype Change and Prejudice Reduction: Short- and Long-term Evaluation of a Cross-cultural Awareness Programme' by Hill and Augoustinos.

The Cross-Cultural Awareness programme was an anti-racist educational course used in South Australia in various institutions including some government agencies. Staff attended a three-day training programme on either a compulsory or voluntary basis, depending on the type of role. The programme's objective was to reduce prejudice towards Aboriginal Australians, a group frequently stereotyped, stigmatised, and discriminated against, and to promote knowledge and appreciation of indigenous culture.

It is important to point out the methodological limitations of the study. As well as the small sample 62 participants , there was no control group and the study was non-random due to location workplace. However, it was evaluated using a social-psychological approach, and given the oft-cited issue of interventions failing to be grounded in theory, it is worthy of consideration. Moreover, it included a 3 month follow-up, addressing another key limitation of such interventions, in that long-term attitude or behaviour change is rarely captured.

The training course involved group discussion, role-play and videos, and was facilitated by Aboriginal employees the target outgroup. Participants were encouraged to reflect on their own beliefs and stereotypes, and to think more broadly about prejudice and discrimination. The results of the intervention were relatively positive. There was a significant improvement in knowledge, and a reduction in negative stereotyping and 'old-fashioned prejudice' p.

However, there were limitations. Firstly, effects seemed to reduce after the 3 month period. This could reflect a deficiency with the intervention, however it is likely to be an indication of the fact that negative stereotyping is a difficult habit to break. Furthermore, the decrease in 'old-fashioned' racism was not matched by a decline in 'modern' racism - for example, the belief that Aboriginal Australians have too much influence as a result of Government initiatives to promote equality.

This chimes with the earlier discussion about the discrepancy between people's broad attitudes to equality and their attitudes towards specific measures to work towards this. They note that:. Genuine institutional and cultural change is undoubtedly more difficult to achieve, but this evaluated case study stresses the importance of bearing in mind that prejudice is not simply a 'personal pathology', and that interventions should look at the structural arrangements of society as a whole.

This echoes Pendry et al argument that diversity management is crucial. Another relatively rare example of evaluated short-term diversity training initiatives are outlined in a report entitled 'The Search for Tolerance: Challenging and changing racist attitudes and behaviour among young people', produced for the Joseph Rowntree Foundation JRF.

These studies reinforce the complexity of the 'contact theory' as it plays out in real-life, in the form of diversity training programmes. The report is based on five separate case studies of small projects in the United Kingdom.

The initiatives focused on tackling racism and improving intergroup relations, and are described below:. Tower Hamlets Summer University is a voluntary sector, informal education project. The 'Diversity Awareness Programme' for convicted racially motivated offenders is run by probation officers.

The Jubilee Football Tournament was run by two housing associations and could be described as a community cohesion project" 1. Six hundred young people, mostly 11 and 12 years old, took part in the five projects in total.

A mixture of quantitative survey and qualitative methods were used. Some of the key points on 'what works' and 'what didn't work' that emerged from the report included the need to have a clear structure; a range of activities; sufficient time given to interventions; and consideration of the potential for backlash.

In practice diversity training programmes are often 'instructional' in form, as a result of lack of planning, resources, and time. The studies described in the JRF report were a mix of interactive and instructional, and the findings highlight the limitations of instructional approaches:. This echoes findings in the previous section and supports the theoretical arguments that 'learning through doing' is more effective than simply being told that certain attitudes and behaviours are 'wrong'.

Creative methods are more likely to attract and engage participants. For instance, the 'Tower Hamlets Summer University' initiative was criticised for a lack of interactivity and variety of activities. In contrast, the 'You, Me, and Us' programme in Peterborough, which was a series of workshops within schools involving drama, poetry, storytelling, music and art, proved more popular and because of this potentially more effective. Notwithstanding the limitations associated with self-reporting through questionnaires, participation in the programme appeared to have positive effects, with a significant proportion claiming to have "a better understanding of the complexities and subtleties of racism and cultural difference" Of course it is very important to be careful not to draw conclusions about the effectiveness of creative methods alone in terms of changing attitudes.

Another attempt to use creative methods to promote equality and improve intergroup relations was the 'Jubilee Football Tournament' in Rochdale, an area characterised by divide between white and South Asian communities.

However, a closer examination of the football tournament raises questions about the long-term effects of such initiatives.

Feedback through discussions with participants suggested positive short-term effects, as for the duration of the tournament young people from different communities were brought closer together. However, these effects were short-lived, and it is suggested that this was a consequence of a lack of a clear anti-racist purpose, and failure to build on initial signs of potential improvement in relations.

The two communities remained quite separate after the intervention. This highlights the importance of a clear strategy for all prejudice-reduction interventions, and careful monitoring during and afterwards. The resources here will help you and your students be mindful of fair and equitable treatment among genders. Identify and address instances of imbalance or different treatment based on gender. Prejudice Reduction Prejudices are preconceived and ingrained ideas and opinions about others.

Activities for Teaching about Prejudice and Discrimination - Use these activities to discuss different areas of prejudice and ways to work toward appreciation. Activity Guide: Sample Not in Our School Week from Gunn High School - This guide provides an example of a week-long event schools can host to bring awareness to issues of prejudice and what can be done to combat it.

Sticks and Stones Video Series The following series of videos, created by Western Justice Center, provides the history of words that have been used to harm groups of people. Mulatto, a personal reflection. Description: Facing History and Ourselves is a national educational organization working to engage students in civic education that fosters the skills, values, and ideals needed to sustain a democratic society. Description: The Family Equality Council is a national nonprofit organization dedicated to equality for lesbian, gay, bisexual, and transgender parents and their families.

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The own-race bias disappeared, and people were no worse at recalling White versus Black faces. In a separate study, psychologist Tiffany Ito found that when she induced participants simply to smile while looking at a set of Black and White faces Ito had them hold a pencil in their mouth to simulate the experience of smiling—try it! My wife and son are hooked—nay, positively addicted—to the video game Plants versus Zombies.

My heart melts when they play together: The way she scaffolds the game for him, helps him with strategy, and speaks to him like an equal mind and partner in the game is beautiful to watch.

And herein lies a secret to intergroup relations. Everyone felt like a New Yorker. People opened doors for each other, ceded disputed taxis, and smiled at each other on the streets with zero regard to background.

It happens at sporting events, too: People are united by a shared identity and the other differences melt away. The upshot here? All you need is a little compassion and flexibility of thought. The boys were grouped into the Scouts and the Eagles, and from the previous item on this list, you can guess what this categorization did for intergroup relations.

When Sharif put the boys in direct competition with one another e. Ah, boys. Of course. Here is a bit of extra motivation: While you may adopt such a resolution to increase your own well-being, chances are that outgroup members may indirectly benefit from your regimen as well.

This is nice, except that one unintended consequence is that those who do not share these particular values are more likely to be the targets of our prejudice.

In other words, those who challenge our cultural worldview become a threat to our continued immortality, and we grow intolerant of them. Many things can remind us of our own mortality, and many of them are outside of our control.

But we do have control over our health to an extent, of course. A great, catchy song with its heart in the right place, for sure—but its recipe for tolerance is wrong.



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